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[Pages:38]TOP 20 PRINCIPLES FROM PSYCHOLOGY FOR PreK?12 TEACHING AND LEARNING

Coalition for Psychology in Schools and Education

Top 20 Principles From Psychology for PreK?12 Teaching and Learning

Coalition for Psychology in Schools and Education

Contributing Authors Joan Lucariello, PhD (Chair) Sandra Graham, PhD Bonnie Nastasi, PhD Carol Dwyer, PhD Russ Skiba, PhD Jonathan Plucker, PhD Mary Pitoniak, PhD Mary Brabeck, PhD Darlene DeMarie, PhD Steven Pritzker, PhD

APA Staff Liaison Rena Subotnik, PhD Geesoo Maie Lee

Thanks to the following members and former members of the Coalition for Psychology in Schools and Education and supporters for their contributions as reviewers:

Larry Alferink, PhD Eric Anderman, PhD Joshua Aronson, PhD Cynthia Belar, PhD Hardin Coleman, PhD Jane Conoley, PhD Tim Curby, PhD Robyn Hess, PhD Randy Kamphaus, PhD

James Mahalik, PhD Rob McEntarffer, PhD John Murray, PhD Sam Ortiz, PhD Isaac Prilleltensky, PhD Yadira Sanchez, PsyD Peter Sheras, PhD Gary Stoner, PhD Adam Winsler, PhD Jason Young, PhD

Printed copies are available from: Center for Psychology in Schools and Education Education Directorate American Psychological Association 750 First Street, NE Washington, DC 20002-4242 202-336-5923 Email: rsubotnik@

A copy of this report is available online at /top-twenty-principles.pdf

Suggested bibliographic reference: American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK?12 teaching and learning. Retrieved from http:// ed/schools/cpse/top-twenty-principles.pdf

Copyright ? 2015 by the American Psychological Association. This material may be reproduced and distributed without permission provided that acknowledgment is given to the American Psychological Association. This material may not be reprinted, translated, or distributed electronically without prior permission in writing from the publisher. For permission, contact APA, Rights and Permissions, 750 First Street, NE, Washington, DC 20002-4242.

APA reports synthesize current psychological knowledge in a given area and may offer recommendations for future action. They do not constitute APA policy nor commit APA to the activities described therein. This particular report originated with the Coalition for Psychology in Schools and Education, an APA-sponsored group of psychologists representing APA divisions and affiliated groups.

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Contents

Top 20 Principles From Psychology for PreK?12 Teaching and Learning..... 1 Introduction................................................................................................................... 3 Methodology................................................................................................................... 4 Top 20 Principles..........................................................................................................6

How Do Students Think and Learn? Principles 1?8............................................ 6 What Motivates Students? Principles 9?12.......................................................... 16 Why Are Social Context, Interpersonal Relationships, and Emotional Well-Being Important to Student Learning? Principles 13?15........................ 21 How Can the Classroom Best Be Managed? Principles 16?17.......................... 25 How to Assess Student Progress? Principles 18?20..........................................28

Top 20 Principles From Psychology for PreK?12 Teaching and Learning

Principle 1 S tudents' beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning.

Principle 2 What students already know affects their learning.

Principle 3 Students' cognitive development and learning are not limited by general stages of development.

Principle 4 L earning is based on context, so generalizing learning to new contexts is not spontaneous but instead needs to be facilitated.

Principle 5 Acquiring long-term knowledge and skill is largely dependent on practice.

Principle 12 Setting goals that are short term (proximal), specific, and moderately challenging enhances motivation more than establishing goals that are long term (distal), general, and overly challenging.

Principle 13 Learning is situated within multiple social contexts.

Principle 14 Interpersonal relationships and communication are critical to both the teaching? learning process and the social-emotional development of students.

Principle 15 Emotional well-being influences educational performance, learning, and development.

Principle 6 Clear, explanatory, and timely feedback to students is important for learning.

Principle 7 Students' self-regulation assists learning, and self-regulatory skills can be taught.

Principle 8 Student creativity can be fostered.

Principle 9 Students tend to enjoy learning and perform better when they are more intrinsically than extrinsically motivated to achieve.

Principle 10 Students persist in the face of challenging tasks and process information more deeply when they adopt mastery goals rather than performance goals.

Principle 11 Teachers' expectations about their students affect students' opportunities to learn, their motivation, and their learning outcomes.

Principle 16 Expectations for classroom conduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction.

Principle 17 Effective classroom management is based on (a) setting and communicating high expectations, (b) consistently nurturing positive relationships, and (c) providing a high level of student support.

Principle 18 Formative and summative assessments are both important and useful but require different approaches and interpretations.

Principle 19 Students' skills, knowledge, and abilities are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness.

Principle 20 Making sense of assessment data depends on clear, appropriate, and fair interpretation.

Introduction

Psychological science has much to contribute to enhancing teaching and learning in the classroom. Teaching and learning are intricately linked to social and behavioral factors of human development, including cognition, motivation, social interaction, and communication. Psychological science can also provide key insights on effective instruction, classroom environments that promote learning, and appropriate use of assessment, including data, tests, and measurement, as well as research methods that inform practice. We present here the most important principles from psychology--the "Top 20"--that would be of greatest use in the context of preK?12 classroom teaching and learning, as well as the implications of each as applied to classroom practice. Each principle is named and described, relevant supporting literature is provided, and its relevance for the classroom is discussed.

This work of identifying and translating psychological principles for use by preK?12 practitioners was conducted by a coalition of psychologists, known as the Coalition for Psychology in Schools and Education, that is supported by the American Psychological Association (APA). The coalition is an ideal group for translating psychological science for classroom use because its members collectively represent a wide spectrum of subdisciplines in psychology, including evaluation, measurement, and statistics; developmental psychology; personality and social psychology; the psychology of aesthetics, creativity, and the arts; consulting psychology; educational psychology; school psychology; counseling psychology; community psychology; psychology of women; media psychology and technology; group psychology and group psychotherapy; psychological study of men and masculinity; and clinical child and adolescent psychology.

in K?12 schools and in colleges and universities in education, liberal arts, and science divisions. Some members are in independent practice. All hold expertise in psychology's application to early childhood, elementary, secondary, or special education.

This coalition specifically, and APA generally, has been putting psychological science to work for preK?12 education for over a decade. There are many modules and white papers for teachers on the APA website (. ed/schools/cpse). The Top 20 project was modeled after APA's earlier effort of identifying Learner-Centered Psychological Principles (1997). This initiative updates and broadens those principles.

Also involved in the coalition are psychologists representing communities of educators and scientists, as well as specialists in ethnic minority affairs; testing and assessment; teachers of psychology in secondary schools; children, youth, and families; and psychology honor societies. Coalition members are employed

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